FA21 International Exams List
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Essays in Economics of Education
Essays in Economics of Education A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Claudia Bueno Rocha Vidigal IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Paul Glewwe, Adviser February 2019 © Claudia Bueno Rocha Vidigal 2019 ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my advisor, professor Paul Glewwe, for his continuous support, guidance and encouragement. I had the great fortune to have worked with him and I am deeply indebted to his patient advice over the years. I am also grateful to my committee members, professors Deborah Levison, Joe Ritter, and Marc Bellemare, for their thoughtful comments and suggestions on my dissertation. I am also thankful for having had the opportunity to meet amazing colleagues and professors in my doctoral program. This long process would not have been possible without their support and friendship. I am profoundly grateful to my family, especially my parents, who have been a great source of support throughout my academic journey. Lastly, but most importantly, my husband and classmate, Vinicius Vidigal, deserves heartfelt thanks for his love, encouragement, and support. i DEDICATION To my mother, Katia Lucila Bueno, and my grandmother, Maria Angela Sotovia Bueno, whose love, encouragement and support made all this possible. ii ABSTRACT This dissertation consists of three essays in the economics of education. It investigates the effects of educational programs in primary and secondary schools in Brazil, as well as the effects of racial and low-income quotas in Brazilian universities. The first essay analyzes the impact of Brazil’s Multifunctional Resources Classroom Inclusion Program on the academic outcomes of disabled and non-disabled students in primary and secondary schools. -
ACT Workkeys®: Awarding College Credit Through the National Career Readiness Certificate Appendix
ACT WorkKeys: ® Awarding College Credit through the ACT National Career Readiness Certificate Thomas Langenfeld, PhD Executive Summary The National Career Readiness Certificate (NCRC) is awarded at four levels of achievement—Bronze, Silver, Gold, and Platinum— based on performance on three of the assessments: Applied Math, Graphic Literacy, and Workplace Documents. The three updated assessments replace the former WorkKeys assessments of Applied Mathematics, Reading for Information, and Locating The ACT WorkKeys assessment system Information. ACT designed the three updated assessments to measures job skills that are valuable for build on the strengths of the former assessments, as well as any occupation - skilled or professional incorporating features of the changing work environment. – at any level and in any industry. In 2019, after reviewing materials, documentation, and test forms, the American Council on Education (ACE) recommended that institutions award in the vocational certificate category to individuals who have earned a Silver NCRC certificate, 1 semester hours in quantitative analysis or introduction to organizational communication. For individuals who have earned a Gold or Platinum certificate in the vocational certificate category, ACT recommended that institutions award 2 semester The ACT National Career Readiness hours in applied mathematics. For individuals attending two- Certificate™ is an industry-recognized, and four-year institutions ACE recommended that institutions award in the lower-division baccalaureate/associate degree portable, evidence-based credential that category, 2 semester hours in quantitative analysis or certifies achievement of foundational introduction to organizational communication. skills essential for workplace success. ACT WorkKeys® assessments incorporate a rigorous process of item development to ensure that all scored items are workplace relevant, fair, and align to well-defined specifications. -
COUNTRY BASED ADMISSION CRITERIA Country Examination Minimum Criteria INTERNATIONAL SAT (Scholastic Assessment Test) Reasoning
COUNTRY BASED ADMISSION CRITERIA Country Examination Minimum criteria INTERNATIONAL SAT (Scholastic Assessment Test) Min. 1000 Reasoning. KADIR HAS INSTITUTIONAL CODE: 7396 INTERNATIONAL Abitur and Fachabitür Max.4 INTERNATIONAL Al-Shahada-Al Thanawiyya For all B.Sc. Min. 180, for B.A. programs min. 170 INTERNATIONAL Al-Shahada-Al Thanawiyya Al- For all B.Sc. Min. 180, for Amma B.A. programs min. 170 INTERNATIONAL American College Test (ACT) Math, Science and total Min. 21 INTERNATIONAL Attestat o Srednem Min. 3 (Polinom) Obshchem Obrazovanii INTERNATIONAL French Baccalaureate Min. 12 INTERNATIONAL GCE (General Certificate of Min. 2 A-levels with grades D and Education) above INTERNATIONAL IB (International Baccalaureate) min. 28 INTERNATIONAL Matura Max.4 INTERNATIONAL Tawjihi For all B.Sc. Min. 80, for B.A. programs min. 75 INTERNATIONAL International Student Science Olympics Golden, Silver, or Bronze Medals from the international student Olympics recognized by TUBITAK INTERNATIONAL West African Examination Council- Min. C grade from min. 6 subjects International Senior School Certificate Examination (WEAC-SSCE) INTERNATIONAL YÖS Min. 50 INTERNATIONAL European Baccalaureate Min. 60% INTERNATIONAL BTEC – QSF Diploma Min. D grades from min. 3 subjects INTERNATIONAL Western European Open School Min. 60% Examination INTERNATIONAL International High School Diploma Min. 60% AUSTRIA Maturazeugnis/Matura/Reifeprufungsze Min. 3 ugnis /Abschlusszeugnis from a Fachschule (with at least 4 years of full time study) AFGHANISTAN KONKUR General State Examination Min. 210/350 or 60% or High School Diploma (Doreyeh Aali) ALBANIA Dëftesë Pjekurie / Certificate of Min. 6 Maturity ALGERIA Algerian baccalaureate Min. 12 ANGOLA Diploma de Ensino Pre Universitario / Min. 12 Carta do Curso Complementar Liceus/Habilitacoes Literarias ARGENTINA Titulo de Bachiller Min. -
International-Vwo-Equivalent-Diplomas-2014-2015.Pdf
Minimum entrance qualifications for non-Dutch diplomas Maastricht University 2014/2015 Country Diploma International European Baccalaureate Diploma schools International Baccalaureate Diploma Be aware! A Certificate is not sufficient! Albania Dëftese Pjekurie Austria Reifezeugnis / Reifeprüfungszeugnis Azerbaijan Orta Tahsil Haqqinda Attestat (average grade of 4) and national entrance examination Belgium Diploma van Secundair Onderwijs / Diplome de l'Énseignement Secondaire Superieur / Abschlusszeugnis der Oberstufe des Sekundarunterrichts Brazil Certificado de Conclusao de 2° grau and 1 completed year university education Bosnia- Matura Herzegovina Bulgaria Diploma za Zavarsheno Sredno Obrazovanie (Diploma za Zavarsheno Sredno Obrazovanie) Canada, Ontario OSSD including at least 6 U-courses or OAC’s Canada, Quebec Diploma d’Etudes Collégiales (DEC) préuniversitaire Canada, other High School Diploma with a relatively large number of academic courses in grades 11 and 12 with good grades China Senior Middle School Graduation Certificate (Gaozhong) and 1 completed year university education Croatia Svjedodžba o (državnoj) maturi obtained at a Gymnazijum Cyprus Apolytirio - Gymnasium Czech republic Vysvedcení o Maturitní Zkoušce obtained at a Gymnázium Denmark Studentereksamenbevis (STX) or Brevis for Høgere Forberedelseksamen (HF) Estonia Gümnaasiumi Loputunnistus Finland Ylioppilastutkintotodistus France Diplome du Baccalauréat Général or Diplôme du Baccalauréat Technologique. Germany Zeugnis der Allgemeinen Hochschulreife (Abitur) Greece -
EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province. -
Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools
Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools – Sergij Gabrøœek – George Bethell CIP – Kataloæni zapis o publikaciji Narodna in univerzitetna knjiænica, Ljubljana 371.274/.276:373.5 GABRØŒEK, Sergij Matura examinations in Slovenia : case study of the introduction of an external examinations system for schools / Sergij Gabrøœek, George Bethell. – Ljubljana : National Examinations Centre, 1996 ISBN 961-6120-49-2 1. Bethell, George 61917696 Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools – Sergij Gabrøœek1 – George Bethell 2 1 Dr. Sergij Gabrøœek, Director, National Examinations Centre, Podmiløœakova 25, 1000 Ljubljana, Slovenia 2 George Bethell, Educational Consultant, 17 Orchard Avenue, Cambridge CB4 2AQ, United Kingdom Contents 7 – Abstract 9 – Background to Slovenia 11 – History of the Development of Matura 21 Description of Matura and Comparison with the School-Based – ‘Final Examination’ 25 – Developing Subject Catalogues for Matura 29 – Development of Question Papers 33 – Preparing for Matura: Trial Examinations 41 – Preparing for Matura: Gaining Support 45 – The National Examinations Centre 53 – Future Activities 57 – Conclusions and Analysis 7 Abstract The place of assessment and certification of learner achievement continues to be of great interest throughout the world. However, in eastern and central Europe there is a particular urgency about the debate as newly independent states review and reform their education systems in the light of changing social and economic conditions. Slovenia is currently in the middle of a development programme which will eventually affect all parts of its education system. In July 1995, a major feature of the programme became reality when the first Matura, or graduation examination, was successfully conducted on a national scale. -
International Qualifications Table Entry Qualifications
INTERNATIONAL QUALIFICATIONS TABLE Qualification Undergraduate Global Assessment Successful completion of Global Assessment Certificate with a GPA of 2.3 Certificate (GAC) Level 3 International Baccalaureate International Baccalaureate Diploma with a minimum score of 24 Certificate (IB) Great Britain Successful completion of Cambridge International or Edexcel GCE A Level examination with a score of 6 in 3 core subjects ENTRY QUALIFICATIONS TABLE Country Qualifications Standard Entry • Grade average of 8.5 in the final year results, or •Successful completion of a recognised pre-tertiary or foundation program, or Argentina Argentine Bachillerato •Successful completion of one year study at a recognised tertiary or higher education institution is required in addition to the completion of High School studies. •S uccessful completion of an Australian Year 12 award with an ATAR acceptable to UNE in the year of admission (minimum scores for entry into each UNE course are available directly from Australia UNE International), or •Successful completion of a recognised Foundation Studies program conducted by an Australian University or affiliate with a minimum score of 60% in all units including English. • Grade average of 88% in the final year results, or Middle Eastern Secondary School Leaving •S uccessful completion of a recognised pre-tertiary or foundation program, or Bahrain Certificate (Tawjahiya) •Successful completion of one year study at a recognised tertiary or higher education institution is required in addition to the completion of High -
Index of Educational Terms 2Nd Edition Now with Farsi
INTERNATIONAL EDUCATION RESEARCH FOUNDATION ® Index of Educational Terms 2nd Edition now with Farsi 1969-2019 Celebrating 50 years of service Index of Educational Terms We are pleased to present this 2nd edition of the Index of Educational Terms, as part of IERF’s 50th anniversary celebration. This handy resource can trace its beginnings to the 1979 publication of The Glossary of Foreign Educational Terms. Developed by Theodore Sharp, IERF’s co-founder, The Glossary focused on a selection of languages from Europe and Latin America. The Index of Educational Terms, compiled by IERF evaluators, provides glossaries from 11 major languages around the world, including Arabic, Chinese and Russian. This new edition, which now also includes Farsi, is intended as a handy tool for admissions officers, credentials analysts and registrars, the Index of Educational Terms focuses on the most commonly used terms found on international academic records. We are grateful for the enthusiastic feedback we have received over the years, since its first release in 2012. I would like to give special thanks to the following individuals for their hard work and for making this possible: Editors: Emily Tse Alice Tang Contributors: Liana Amelova Andrej Molchan Andrea Ben Zion Maryam Rawson Daniel Borhanian Irene Romo Joshua Everett Amy Santiago Matthew Fisher Traci Wells Victoria Haydenko Alvin Yin I-Hsing Lin Nina Zhao Finally, I would also like to express my appreciation to our colleagues, Ujjaini Sahasrabudhe and Herman de Leeuw, for their kind support and feedback. -
Grammar for Academic Writing
GRAMMAR FOR ACADEMIC WRITING Tony Lynch and Kenneth Anderson (revised & updated by Anthony Elloway) © 2013 English Language Teaching Centre University of Edinburgh GRAMMAR FOR ACADEMIC WRITING Contents Unit 1 PACKAGING INFORMATION 1 Punctuation 1 Grammatical construction of the sentence 2 Types of clause 3 Grammar: rules and resources 4 Ways of packaging information in sentences 5 Linking markers 6 Relative clauses 8 Paragraphing 9 Extended Writing Task (Task 1.13 or 1.14) 11 Study Notes on Unit 12 Unit 2 INFORMATION SEQUENCE: Describing 16 Ordering the information 16 Describing a system 20 Describing procedures 21 A general procedure 22 Describing causal relationships 22 Extended Writing Task (Task 2.7 or 2.8 or 2.9 or 2.11) 24 Study Notes on Unit 25 Unit 3 INDIRECTNESS: Making requests 27 Written requests 28 Would 30 The language of requests 33 Expressing a problem 34 Extended Writing Task (Task 3.11 or 3.12) 35 Study Notes on Unit 36 Unit 4 THE FUTURE: Predicting and proposing 40 Verb forms 40 Will and Going to in speech and writing 43 Verbs of intention 44 Non-verb forms 45 Extended Writing Task (Task 4.10 or 4.11) 46 Study Notes on Unit 47 ii GRAMMAR FOR ACADEMIC WRITING Unit 5 THE PAST: Reporting 49 Past versus Present 50 Past versus Present Perfect 51 Past versus Past Perfect 54 Reported speech 56 Extended Writing Task (Task 5.11 or 5.12) 59 Study Notes on Unit 60 Unit 6 BEING CONCISE: Using nouns and adverbs 64 Packaging ideas: clauses and noun phrases 65 Compressing noun phrases 68 ‘Summarising’ nouns 71 Extended Writing Task (Task 6.13) 73 Study Notes on Unit 74 Unit 7 SPECULATING: Conditionals and modals 77 Drawing conclusions 77 Modal verbs 78 Would 79 Alternative conditionals 80 Speculating about the past 81 Would have 83 Making recommendations 84 Extended Writing Task (Task 7.13) 86 Study Notes on Unit 87 iii GRAMMAR FOR ACADEMIC WRITING Introduction Grammar for Academic Writing provides a selective overview of the key areas of English grammar that you need to master, in order to express yourself correctly and appropriately in academic writing. -
Performance of Students Admitted Through Affirmative Action in Brazil.Latin American Research Review
Valente, R R and Berry, B J L. Performance of Students Admitted through Affirmative Action in Brazil.Latin American Research Review. 2017; 52(1), pp. 18-34. DOI: https://doi.org/10.25222/larr.50 SOCIOLOGY Performance of Students Admitted through Affirmative Action in Brazil Rubia R. Valente and Brian J. L. Berry University of Texas at Dallas, US Corresponding author: Rubia R. Valente ([email protected]) Following the implementation of the Lei das Cotas (Affirmative Action Law) in Brazil, there has been debate as to whether students who were admitted through affirmative action perform at the same level as students admitted through traditional methods. This article examines the results of the Exame Nacional de Desempenho dos Estudantes (ENADE) from 2009 to 2012 to determine whether there is a relationship between students’ performance at the university level and the manner of their admittance. We find that students admitted to public universities under affirmative action perform at similar levels to students who were not, whereas quota students in private universities perform slightly better than students admitted through traditional methods. Com a implementação das Lei das Cotas no Brasil, tem se debatido se estudantes admitidos através de ação afirmativa demonstram o mesmo nível acadêmico dos estudantes admitidos através de métodos tradicionais. Este artigo analisa os resultados do Exame Nacional de Desempenho dos Estudantes (ENADE) durante o período de 2009 á 2012 para determinar se existe uma relação entre o desempenho dos alunos no âmbito universitário e as modalidades da sua admissão. Nossa análise revela que os estudantes que foram admitidos em universidades públicas através de ações afirmativas têm o mesmo desempenho acadêmico de estudantes que não se beneficiam de ações afirmativas, enquanto alunos cotistas em universidades privadas têm um desempenho ligeiramente melhor do que alunos admitidos através de métodos tradicionais. -
Rules of Study at the University of Lodz
RULES OF STUDY AT THE UNIVERSITY OF LODZ Approved by the Resolution of the Senate of the UL no. 449 of 14 June 2019. Contents: I. GENERAL PROVISIONS [§1-§8] II. STUDENT’S RIGHTS AND OBLIGATIONS. AWARDS AND DISTINCTIONS [§9-§19] III. TAKING UP STUDIES [§20-§28] IV. ORGANIZATION OF STUDIES [§29-§34] V. PRINCIPLES OF THE ECTS SYSTEM [§35-§37] VI. COMPLETION OF A SEMESTER/ ACADEMIC YEAR [§38-§47] VII. SPECIFIC PROVISIONS ON COURSES AND PROGRAMMES OUTSIDE THE MAIN FIELD OF STUDY AND AT OTHER UNIVERSITIES [§48-§49] VIII. LEAVES OF ABSENCE FROM STUDY [§50-§51] IX. DIPLOMA THESIS (MASTER’S, AND BACHELOR’S, INCLUDING BACHELOR OF ENGINEERING) [§52-§55] X. DIPLOMA EXAM (MASTER’S, AND BACHELOR’S, INCLUDING BACHELOR OF ENGINEERING). COMPLETION OF STUDIES. [§56-§59] XI. FINAL PROVISIONS [§60-§63] I. GENERAL PROVISIONS §1 1. Studies at the University of Lodz are organized pursuant to binding provisions, and in particular: − the Act on Higher Education and Science of 20 July 2018 (Polish Official Journal, Year 2018, item 1668 as amended), hereinafter referred to as „the Act”; − Statutes of the University of Lodz, hereinafter referred to as „the Statutes”; − the present Rules of Study at the University of Lodz, hereinafter referred to as „the Rules”. 2. The Rules apply to full-time (standard daytime) and extramural (evening, weekend) studies, whether first-cycle, second-cycle, or uniform (direct) Master's degree programmes, held at the University of Lodz. §2 1. The following terms used in the Rules shall have the following meaning: 1)Faculty Council – -
Secondary Education in Latin America and the Caribbean: the Challenge of Growth and Reform
DOCUMENT RESUME ED 474 668 UD 035 421 AUTHOR Wolff, Laurence; Castro, Claudio de Moura TITLE Secondary Education in Latin America and the Caribbean: The Challenge of Growth and Reform. Sustainable Development Department Technical Paper Series. INSTITUTION Inter-American Development Bank, Washington, DC. REPORT NO EDU-111 PUB DATE 2000-01-01 NOTE 60p. AVAILABLE FROM Publications, Education Unit, Inter-American Development Bank, 1300 New York Avenue, N.W., Washington, DC 20577. Tel: 202-623-2087; Fax: 202-623-1558; e-mail: sds/[email protected]; Web site: http://www.iadb.org/sds/edu PUB TYPE Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS Academic Achievement; Computer Uses in Education; Developing Nations; Diversity (Student); Educational Change; Educational Finance; *Educational Quality; Educational Research; Educational Technology; Expenditure per Student; Foreign Countries; Governance; Labor Market; Public Schools; *Secondary Education; Teacher Competencies; Thinking Skills IDENTIFIERS *Caribbean; *Latin America; Reform Efforts ABSTRACT This paper synthesizes the issues, problems, research, and current best practice in secondary education in Latin America andthe Caribbean. Overall, Latin America and the Caribbean enroll much lower percentages of school age children in secondary education than the region's chief competitors, and the region's secondary education is inadequate by international standards. Secondary vocational education is usually low prestige, underfunded, and inadequately linked to the labor